Psychoeducational Assessment of Children with Special Learning Needs
SPED 201 Psychoeducational Assessment of Children with Special Learning Needs 2
THE ASSESSMENT PROCESS: A Proposed Model
Excelsa F. Buan
INTRODUCTION
Just like any other assessment procedure, certain questions need to be answered before the assessment of special children could be initiated. In assessing children with special needs, one of the questions that need to be addressed to create a basis for an assessment model is WHY ASSESS?
Any person who is tasked to assess should be aware why the assessment procedure is being conducted. Justification for the role of each instrument in selection, diagnosis, classification, and decision making should be arrived at before any test could be administered.
PURPOSES OF ASSESSMENT * Initial Identification (Screening) * Determination and Evaluation of Teaching Programs and Strategies (Prereferral Assessment) * Determination of Current Performance Level and Educational Need * Decisions about Eligibility * Development of the Individualized Education Program * Decisions about Program Placement
EMOTIONAL DISTURBANCE
Emotional Disturbance is extremely difficult to define. There is little agreement about what term to use to refer to individuals with emotional and behavioral problems (emotional disturbance, emotional disorder, emotional/behavioral disorder)
Emotional Disturbance is an inability to learn that cannot be explained by intellectual, sensory, or health factors. It is an inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Also manifests inappropriate types of behavior or feelings under normal circumstances.
There is a general pervasive mood of unhappiness or depression and a tendency to develop physical symptoms, pains, or fear associated with persona; or school problems. The term includes children who are schizophrenic. The term does not include children who
THE ASSESSMENT PROCESS: A Proposed Model
Excelsa F. Buan
INTRODUCTION
Just like any other assessment procedure, certain questions need to be answered before the assessment of special children could be initiated. In assessing children with special needs, one of the questions that need to be addressed to create a basis for an assessment model is WHY ASSESS?
Any person who is tasked to assess should be aware why the assessment procedure is being conducted. Justification for the role of each instrument in selection, diagnosis, classification, and decision making should be arrived at before any test could be administered.
PURPOSES OF ASSESSMENT * Initial Identification (Screening) * Determination and Evaluation of Teaching Programs and Strategies (Prereferral Assessment) * Determination of Current Performance Level and Educational Need * Decisions about Eligibility * Development of the Individualized Education Program * Decisions about Program Placement
EMOTIONAL DISTURBANCE
Emotional Disturbance is extremely difficult to define. There is little agreement about what term to use to refer to individuals with emotional and behavioral problems (emotional disturbance, emotional disorder, emotional/behavioral disorder)
Emotional Disturbance is an inability to learn that cannot be explained by intellectual, sensory, or health factors. It is an inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Also manifests inappropriate types of behavior or feelings under normal circumstances.
There is a general pervasive mood of unhappiness or depression and a tendency to develop physical symptoms, pains, or fear associated with persona; or school problems. The term includes children who are schizophrenic. The term does not include children who